Supporting Students Research Articles

Depression: implications for learning and education

ABSTRACT Depression is a prevalent mental disorder that involves low mood, lack of pleasure and reduced energy. Previous research on depression, learning, and education has focused on developing and testing preventive interventions. However, as these interventions are not entirely effective, there is a need to understand how to best manage depression in the educational system so that affected individuals may progress and grow. Supporting students with depression requires knowing how the disorder may affect psychological processes that are vital for learning and knowledge acquisition, and I propose that depression may compromise cognitive focus, hinder intrinsic motivation, and lower self-confidence. Additionally, supporting affected students requires knowing how to best interact with them, and I suggest five strategies that may be beneficial to adopt, namely limiting destructivity, instilling hope, promoting control, embracing failure, and fostering understanding. Finally, I discuss the opportunities for and the obstacles to intervention.

Transcending Differences and Transforming the Future: Supporting Graduate Students Amidst Culture Wars

ABSTRACT Student affairs has been at the forefront of creating programs and policies to support diverse student populations. As attacks on diversity, equity, and inclusion (DEI) initiatives continue, administrators must consider how to promote appreciation of diversity and support students outside of explicitly designed DEI efforts. Graduate students’ reflections on DEI in their academic experiences in our phenomenological interview-based study provide insight into how student affairs administrators can promote DEI and student development in their practice.

Trauma-sensitive teaching: Supporting refugee students through music education

Refugee children are a significant part of contemporary Canadian classrooms. Children who have fled their homes as refugees have experienced trauma and bear the effects of it socially, emotionally and academically. My study identifies trauma-sensitive strategies that music educators in Ontario are using to support refugee students from kindergarten to Grade 8. Through three semi-structured interviews with K–8 music educators, I identified four main themes to trauma-sensitive music instruction. Trauma-sensitive music education (a) provides holistic care for refugee students; (b) supports refugee students in feeling empowered; (c) provides a space in which refugee students can cultivate their sense of personal and collective awareness; and (d) enables refugee students to feel a sense of belonging. The implications of these findings provide music educators with practical tools and strategies to facilitate a learning environment in which refugee students can experience hope and healing.

Developing Google Sites and Mathigon Learning Media to Support Stu-dents’ Conceptual Understanding in Solving Linear Equations in One Variable

This research notes that there is still a lack of focus on implementing digital-based learning media to helo students in understanding of the concept of Linear Equations with One Variable and in finding the solution in one of the East Nusa Tenggara (NTT) State Middle Schools. Virtual balance models can be used to help students learn the concept of linear equations. Therefore, this study aims to develop digital-based learning media, considering the quality criteria of being valid, practical, and effective. The research adopts the Research and Development (R&D) methodology with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The research subjects are six seventh-grade students from one of the State Junior High Schools in East Nusa Tenggara with high, moderate, and low cognitive abilities. Data on the quality of learning media are obtained through questionnaires, interviews, and learning outcome tests. The learning media is categorized as highly valid with a percentage of 88% and highly practical with a percentage of 94%. Additionally, the learning media is deemed effective, with over 80% of the research subjects scoring above the Minimum Completion Criteria (KKM). Digital-based learning media utilizing the balance model feature in Mathigon with the help of Google Sites, was developed to facilitate students' understanding of concepts at one of the State Middle Schools in NTT. The problems presented in the media carry the culture that exists in the NTT region. Thus, students can easily imagine these problems because they are close to their lives. Both teachers and students feel assisted by the developed learning media. Using this media, teachers enable to monitor the students' progress and students also can participate actively during this learning. Penelitian ini mencatat bahwa masih kurangnya fokus pada implementasi media pembelajaran berbasis digital untuk membantu siswa dalam memahami konsep Persamaan Linear Satu Variabel (PLSV) dan penyelesaiannya di salah satu SMP Negeri Nusa Tenggara Timur (NTT). Model keseimbangan virtual dapat dimanfaatkan untuk membantu siswa dalam mempelajari konsep persamaan linear. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis digital pada materi persamaan linear satu variabel dengan memperhatkan kualitas yaitu valid, praktis dan efektif. Penelitian ini menggunakan jenis penelitian dan pengembangan atau Research and Development (R&D) dengan model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Subjek penelitian adalah enam peserta didik kelas VII di salah satu SMP Negeri Nusa Tenggara Timur dengan kemampuan kognitif tinggi, sedang dan rendah. Data kualitas media pembelajaran diperoleh dari kuesioner, wawancara dan tes hasil belajar. Media pembelajaran dikategorikan sangat valid dengan persentase 88% dan sangat praktis dengan persentase 94%. Serta media pembelajaran juga dikatakan efektif, lebih dari 80% subjek penelitian mendapatkan nilai diatas Kriteria Ketuntasan Minimal (KKM). Media pembelajaran berbasis digital dengan memanfaatkan fitur model keseimbangan pada Mathigon berbantu Google Sites, dikembangkan untuk memfasilitasi pemahaman konsep siswa di salah satu SMP Negeri di NTT. Permasalahan yang disajikan dalam media tersebut, mengusung budaya yang ada pada daerah NTT. Sehingga siswa dapat dengan mudah membayangkan permasalahan tersebut karena dekat dengan kehidupan mereka. Guru dan peserta didik merasa terbantu dengan media pembelajaran yang telah dikembangkan. Guru dapat memonitoring perkembangan siswa dan siswa melalui media ini dapat terlibat aktif dalam pembelajaran.

Students' AI-generated Images: Impact on Motivation, Learning and, Satisfaction

In the contemporary society where the rapid development of generative AI (GenAI) infiltrate daily life, it is imperative for schools to keep up with the development. Future generations are expected to have GenAI skills and knowledge in the same way that traditional literacy is a recruitment condition today. School curricula need to integrate this new technology to support students' learning and development. Research on artificial in education (AIED) has reported on the challenges with the involvement of GenAI in teaching and learning, but also on GenAi as a study support. To not fall behind many schools have started out with AIED initiatives which creates a need for studying how GenAI could be applied in a useful way in teaching and learning activities. The research question that guided this study was: In what ways could the use of GAI in visual form support students' learning process and motivation in upper secondary school settings? The overall research strategy was a qualitative case study approach with investigator triangulation. Data were collected in a combination of observations at workshop sessions and semi-structured interviews. with teachers as well as students. In a six-step inductive thematic analysis data excerpts were coded, aggregated to categories, and presented. Findings indicate that GenAI tools for image generation, can have a positive effect on learning. At the same time that memorisation of information is supported, there were also a positive impact on motivation and student satisfaction. The involvement of image generation tools not a substitute, but rather a complement to traditional teaching and learning activities. The conclusion is that the use of AI in education can offer new learning opportunities, and with the increased use of GenAI, it is crucial for both students and teachers to keep pace. However, this would require that more time and resources for teacher professional development on AIED.

Teachers’ Perceived Relationships with Paraprofessionals Who Support Students with Challenging Behaviors

AbstractClassroom teachers’ and paraprofessionals’ relationship is important for ensuring student success, but very little research has examined their work relationship. Despite collaboration in the classroom, their relationship is primarily hierarchical in nature, with classroom teachers often serving as the day-to-day supervisor of paraprofessionals. This study examined the working relationships between 149 certified teachers and their assigned classroom paraprofessionals across 59 schools from the perspective of the primary supervisor, the classroom teacher. Overall, teachers rated their relationships with their paraprofessionals favorably. Differences in relationship qualities were assessed in relation to teacher years of experience, race/ethnicity, education, and school socioeconomic status (i.e., percent of students receiving free and reduced lunch). Findings suggest differences in teacher perceived relationship quality based on teachers’ years of teaching experience, self-identified race/ethnicity, and school socioeconomic status (i.e., percent of students eligible for free and reduced lunch). Implications for practice and research are presented.

E-Learning in the post-COVID era: Experiences of tertiary students

The present study sought to unearth challenges capable of confounding the success of e-learning and elicit the best practices. A total of 382 (291 undergraduate and 90 postgraduate) students from the University of Cape Coast in Ghana participated in this cross-sectional survey study. Data were collected using a structured questionnaire, which was conducted both in-person and online. The data were analysed using frequencies, percentages, correlation, and MANOVA. Key findings were that students found the e-learning sessions complicated. Specific challenges included access to an internet network, data cost, low IT skills, and e-classroom proficiency. It is recommended that universities and policymakers in Ghana take proactive steps to enhance digital literacy, provide affordable internet packages, and support students with computer literacy training to improve e-learning. Special measures should be implemented to address gender disparities by introducing targeted programmes for women to ensure equal participation in digital education. Additionally, e-learning initiatives should be designed with inclusivity in mind, considering the unique needs of students in collectivist cultures to foster effective and socially engaging learning environments. Implications from the study are particularly relevant for non-WEIRD (non-Western Educated Industrialised Rich Democratic) institutions.

Embedding the Flipped Classroom Approach to Support Student Learning in Animal Handling and Clinical Skills: Practical Classes Throughout a Veterinary Curriculum.

A comprehensive bank of flipped classrooms was developed to help students prepare for animal handling and clinical skills practical classes. Flipped classroom is a type of blended learning. In the context of clinical skills, it is designed to provide students with online learning resources prior to attendance at practical classes. The initiative was catalyzed by the pandemic, and the resources continue to be embedded throughout the curriculum. A team approach was used for the development of the bank, and the design embraced relevant pedagogical frameworks and active learning techniques. Feedback was gathered from a small group of students who completed an online form after each practical class throughout the academic year and wrote a reflective piece at the end of the project. Instructors who delivered practical classes participated in focus group discussions. Students particularly liked flipped classrooms that were well designed with a range of content and interactivity. The main benefits for students of the flipped approach were being more prepared and confident, less anxious, and making better use of in-class time to focus on learning skills. One of the main challenges encountered by instructors was managing a group when some students had not done the prework. A few other issues were mentioned, including when the standardized design template was not followed and the workload involved in continuing to enhance and expand the resources. Teamwork and training were crucial to the successful production of the large bank of flipped classrooms. Sharing our experience with the wider education community, within and beyond our institution, continues to be one of team's aims.

Medical imaging and radiation science students' use of artificial intelligence for learning and assessment

IntroductionArtificial intelligence has permeated all aspects of our existence, and medical imaging has shown the burgeoning use of artificial intelligence in clinical environments. However, there are limited empirical studies on radiography students' use of artificial intelligence for learning and assessment. Therefore, this study aimed to gain an understanding of this phenomenon. MethodsThe study used a qualitative explorative and descriptive research design. Data was obtained through five focus group interviews with purposively sampled undergraduate medical imaging and radiation science students at a single higher education institution in South Africa. Verbatim transcripts of the audio-recorded interviews were analysed thematically. ResultsThree themes and related subthemes were developed: 1) understanding artificial intelligence, 2) experiences with the use of artificial intelligence with the subthemes of the use of artificial intelligence in theoretical and clinical learning and challenges of using artificial intelligence, and 3) incorporation of artificial intelligence in undergraduate medical imaging and radiation sciences education with the subthemes of student education, ethical considerations and responsible use and curriculum integration of artificial intelligence in relation to learning and assessment. ConclusionParticipants used artificial intelligence for learning and assessment by generating ideas to enhance academic writing, as a learning tool, finding literature, language translation and for enhanced efficiency. Simulation-based artificial intelligence supports students' clinical learning, and artificial intelligence within the clinical departments assists with improved patient outcomes. However, participants expressed concerns about the reliability and ethical implications of artificial intelligence-generated information. To address these concerns, participants suggested integrating artificial intelligence into medical imaging and radiation sciences education, where educators need to educate students on the responsible use of artificial intelligence in learning and consider artificial intelligence in assessments. Implications for practiceThe study findings contribute to understanding medical imaging and radiation sciences students’ use of artificial intelligence and may be used to develop evidence-based strategies for integrating artificial intelligence into the curriculum to enhance medical imaging and radiation sciences education and support students.

Supporting Student Learning to Make the Most of Study Abroad

Spanish and French majors at our small, private, Southern U.S. liberal arts institution must study abroad for an entire semester, yet students embark and return with widely disparate levels of language and intercultural learning. To more fully foster learning-laden semester-long study abroad experiences we changed the curriculum and now majors take a three-semester sequence of courses before they leave, while abroad, and upon return. In this pilot study we assessed students’ intercultural competency using the Intercultural Development Inventory both pre- and post-study abroad experience. We also used their assignments to triangulate and contextualize the IDI scores. As a result of the data, we contend that intercultural learning a) must be scaffolded and supported throughout the entire language, cultures, and literatures curricula, and b) any results on indirect standardized scales need to be compared with direct assessments. Based on the data, we revised the three-course sequence to help students process their intercultural journey. Given the nature of the changing international education landscape, some implications, beyond our department, of the small pilot study are also provided. Abstract in Spanish En nuestra universidad privada en el sur de Estados Unidos es obligatorio que los estudiantes especialistas en español y francés estudien en el extranjero para un semestre entero (típicamente cuatro meses). A pesar de tal, estudiantes van y vuelven con niveles de idioma y aprendizaje intercultural muy desiguales. Para fomentar que los semestres en el extranjero fomentaran más aprendizaje, nuestro departamento cambió los requisitos para la especialización. Ahora necesitan tomar un curso antes de que vayan, un curso en línea mientras están en el extranjero y un curso al volver. En esta investigación evaluamos el desarrollo intercultural de los estudiantes usando el Intercultural Development Inventory (IDI), antes y después de sus estudios en el extranjero. También usamos sus tareas para verificar los resultados del IDI. Insistimos que el aprendizaje intercultural a) tiene que ser integrado durante toda la especialización y, b) los resultados de pruebas estandarizadas, como el IDI, se necesitan comparar con trabajos estudiantiles para comprobar tales resultados. Discutimos las modificaciones a los cursos que hicimos a base de este estudio e implicaciones que el estudio nos dio que pueden aplicar a otros departamentos e instituciones.

Supporting Student Affairs Mothers with Children with Disabilities

ABSTRACT Based on interviews with 21 women who have children with disabilities and work in student affairs, this article explores how these women define work/family balance and negotiate their dual roles and responsibilities. Using a work/family balance framework and a social justice approach to disability as theoretical guides, this study considers strategies that higher education leaders can employ to become more inclusive border keepers, ultimately helping these women to successfully juggle work and family responsibilities.

THE USE OF INFORMATION TECHNOLOGIES BY A TEACHER FOR THE EMOTIONAL AND VALUE INVOLVEMENT OF STUDENTS IN THE EDUCATIONAL PROCESS

Psychological research into the personal and professional development of teachers is focused on the study of their involvement in teaching activities and their ability to involve students who become more successful in educational activities. Involved teachers become more effective. Purpose. The study investigates the psychological content of the resource complex “engagement – involvement”. Another goal is to identify the psychological means of resource development and actualization. Participants. Students (n=), school teachers (n=), high school students (n=) took part in the study. Methods. The study was carried out in two stages. A special methodological program was developed for each stage. Methods of statistical data processing were used. Results. The specifi c content of the complex of “engagement – involvement” has been revealed. It was determined that teachers of the developmental model (. %) are distinguished by their pronounced involvement and ability to involve students in educational activities, in contrast to teachers of the adaptive functioning model (. %) with low indicators of this complex and high indicators of professional deformations. Students (more than  %) are characterized by signs of procrastination and learned helplessness, the formation and consolidation of which occurs due to constant school failures caused by professional deformations of teachers. Psychological means that contributed to the actualization of the “engagement–involvement” complex as a resource for the personal and professional development of teachers and students were identifi ed. Digital technologies used by teachers contribute to the development of cognitive functions, provide a charge of positive emotions (gamifi cation, VR, storytelling, etc.) and support students’ involvement in the learning process. Conclusions. The results of the research showed that engagement and involvement are the resource complex that determines personal and professional development in teachers and students. A new technological solution, which has proven its effectiveness in experiments and is recommended for implementation in the educational process, has been proposed for updating this complex.

Fostering Inclusive Education Effective Management Practices for Supporting Diverse Student Needs

This paper explores effective management practices for fostering inclusive education in higher education institutions, particularly from the perspective of a university counselor. It addresses the challenges faced by diverse student populations, such as resource constraints, teacher preparedness, biases, and the need for inclusive curricula. The study highlights the importance of creating an inclusive learning environment through the development of inclusive curricula, the integration of adaptive technologies, and ongoing professional development for educators. Case studies and best practices are provided to illustrate successful strategies in supporting diverse learners. The paper concludes by emphasizing the collaborative efforts required from all members of the academic community to create a truly inclusive educational experience.

Intensifying Tier 1 Classroom Positive Behavioral Interventions and Supports Practices to Support Students With Disabilities: A Pilot Study

Without effective support, students with disabilities experience more exclusionary discipline and benefit less from classroom instruction. Students with disabilities can benefit when teachers implement key classroom positive behavioral interventions and supports (PBIS) practices (e.g., prompts, opportunities to respond, and specific praise), but many teachers need additional professional development (PD) to implement with sufficient intensity to support students with disabilities. In this pilot study, we explored whether teachers’ intensified implementation of key practices improved academic engagement of students with disabilities. Three elementary teachers and three students with disabilities participated in an experimental multiple-baseline design. Following baseline, each teacher participated in targeted PD for each practice. Two teachers consistently self-managed their intensive implementation and their students’ engagement increased; one teacher did not consistently self-manage her implementation, and her student’s engagement decreased. These data provide an initial proof of concept for this approach; however, additional research is needed to document a functional relation.

Enhancing performance factor analysis through skill profile and item similarity integration via an attention mechanism of artificial intelligence

IntroductionFrequent formative assessment is essential for accurately evaluating student learning, enhancing engagement, and providing personalized feedback. In STEM education, understanding the relationship between skills that students have internalized (mastered) and those they are developing (emergent) is crucial. Traditional models, including item response and cognitive diagnosis models, primarily focus on emergent skills, often overlooking internalized skills. Moreover, new tools like large language models lack a complete approach for tracking knowledge and capturing complex skill relationships.MethodsThis study incorporates artificial intelligence, specifically attention mechanisms, into educational assessment to evaluate both emergent and internalized skills. We propose a modified version of Performance Factor Analysis (PFA), which assesses student abilities by analyzing past responses and comparing them with peer performance on the same items, using parameters from a sigmoid function. This model leverages attention mechanisms to capture item order-based similarity and decay principles, providing a nuanced view of student skill profiles.ResultsThe Modified Performance Factor Analysis model significantly improved discriminative power, accuracy, precision, recall, and F1 scores across various skill areas compared to traditional PFA models.DiscussionThese results indicate that the Modified Performance Factor Analysis model allows for a more accurate and comprehensive evaluation of student performance, effectively identifying both emergent and internalized skills. By integrating AI into assessment, educators gain deeper insights, enabling them to refine teaching strategies and better support students' mastery of both types of skills.

Evaluation of an Educator Mental Health Literacy Online Training Package

ABSTRACTEducators and school staff are critical to recognizing and supporting students' mental health, but frequently do not have the training to confidently bring mental health literacy into the classroom or assist students who experience distress. Moreover, few free, easily accessible trainings are available for this audience. Classroom Well‐being Information and Strategies for Educators (Classroom WISE) is a free, K‐12 mental health literacy training package that includes a self‐paced online course, video library, and resource collection. Using pre‐ and postcourse anonymous surveys from over 2000 educators, school mental health professionals, and school staff who completed Classroom WISE, this study found high levels of satisfaction, significant increases in mental health literacy knowledge, high perceived importance of mastering skills to promote student well‐being, and increased preparedness to implement mental health‐related strategies. Participants reported intentions to bring mental health literacy into the classroom, and identified barriers and facilitators to using Classroom WISE that leaders can respond to or employ when moving to implement Classroom WISE across a school or district. School district or school‐wide use of Classroom WISE can assist in building a safe and supportive school environment and help students in need to access mental health services.

Frequently Asked Questions and Answers for Supporting Students With Section 504 Plans

Although more than 1.38 million students receive accommodations and supports accorded by Section 504 of the Rehabilitation Act of 1973, many teachers report not knowing about their responsibilities under Section 504. The purpose of this article is to educate teachers about Section 504. Specifically, teachers will learn about ways to evaluate and support students with disabilities under the auspice of Section 504. Based on data collected from more than 100 students with disabilities and their families, this article is framed around frequently asked questions and answers in relation to Section 504 plans. Resources are provided to help teachers support students who are protected by Section 504.

Examining The Variables That Impact Academic Performance In Higher Education

This research paper examines the multifaceted variables that impact academic performance in higher education, with a particular focus on time management skills. Academic performance is influenced by a complex interplay of economic, social, psychological, environmental, and personal factors, each of which plays a role differently in a student's success. The objective of this study is to explore how these factors, especially time management, influence academic outcomes, and to provide a comprehensive review of the literature surrounding this topic. Academic performance in higher education is a multifaceted phenomenon influenced by an intricate mix of economic, social, psychological, environmental, and personal factors. This review critically examines key variables affecting student performance, focusing on underexplored areas such as time management skills, psychological well-being, and the changing landscape of digital learning environments. Drawing from extensive literature, this paper identifies gaps in current research and evaluates how higher education institutions can address these issues through targeted interventions. The results highlight the need for greater emphasis on mental health support, personalized learning approaches, and strategies to enhance students' time management and adaptability in evolving academic contexts. This paper highlights the significance of addressing both external and internal factors that affect academic performance. By fostering a supportive environment, providing necessary resources, and offering time management interventions, institutions can better support students in achieving academic success.

Intended effort and self-related and social experiences during study abroad at a European university

ABSTRACT This study investigates the role of individual difference (ID) variables in a single-setting Hungarian study abroad (SA) context. We contribute to the growing body of research dealing with students in European SA contexts highlighting the importance of social and academic circumstances as well. Data was collected with a validated questionnaire (N = 106) that measured international students’ intended effort, self-regulation, self-efficacy beliefs, and social experiences. Our main results present a rather positive picture of international students’ IDs, but we found differences among students studying at various levels and length of stay. In terms of the relationships among the scales, it seems that students’ intended effort was shaped by their self-efficacy beliefs pertaining to evaluation and students’ experiences of community-related issues. Hence, we conclude that when it comes to the role of IDs in SA contexts, it is not only academic activity-related variations that should be considered, but also the social characteristics of the context. Our results have significant implications for pedagogical practice and future research, highlighting the importance of not only the support students receive before and during their SA, which can positively influence their self-efficacy beliefs, but also underscoring the relevance of community-related support at the host institute.

Supporting students to develop artificial intelligence literacy

This panel explores strategies for supporting students in developing artificial intelligence (AI) literacy within higher education. The aim is to address the gap between technology-enabled learning and teaching activities and student adoption. Research highlights fundamental differences in how students learn and their learning conditions, impacting their ability to effectively incorporate digital technologies. The evolving definition of AI literacy emphasises awareness, ability, and social impact. Panelists include Associate Professor Jason Lodge (The University of Queensland), Professor Margaret Bearman (Deakin University), Associate Professor Tim Fawns (Monash University), and Dr Paula de Barba (Monash University). Topics covered include evaluative judgment, the dynamic nature of AI literacy, and self-regulated learning. The panel format includes presentations and audience-driven discussions, emphasising the need to balance students’ capabilities with their learning environment.